Model for Handling Disruptive Behavior in Students with Autism: Systematic Literature Review

Vasas Elkasih Lase; Marlina Marlina

doi:10.17977/um031v11i22025p366-379

Model for Handling Disruptive Behavior in Students with Autism: Systematic Literature Review

Vasas Elkasih Lase, Marlina Marlina

Abstract

Perilaku disruptif yang ditunjukkan oleh siswa dengan autisme masih menjadi tantangan serius dalam konteks pendidikan inklusif dan sekolah luar biasa di Indonesia. Permasalahan ini tidak hanya menghambat proses belajar individu, tetapi juga memengaruhi dinamika kelas dan efektivitas pembelajaran guru. Penelitian ini bertujuan untuk mengidentifikasi model penanganan perilaku disruptif pada siswa dengan autisme melalui tinjauan sistematis terhadap literatur ilmiah internasional dan nasional. Menggunakan pendekatan Systematic Literature Review berbasis pedoman PRISMA 2020 yang dikombinasikan dengan analisis bibliometrik (B+SLR), studi ini menelaah artikel-artikel yang diindeks Scopus periode 2015–2025 dan lima publikasi nasional karya Marlina yang relevan dengan konteks pendidikan khusus di Indonesia. Analisis data dilakukan menggunakan perangkat Biblioshiny (RStudio) untuk menelusuri tren publikasi, kata kunci dominan, dan pola tematik. Hasil penelitian menunjukkan empat pola utama dalam penanganan perilaku disruptif: (1) intervensi berbasis self-management untuk penguatan regulasi diri; (2) penerapan Positive Behavior Support (PBS) dan Functional Behavioral Assessment (FBA) sebagai strategi preventif; (3) dukungan sosial melalui peer-mediated intervention; dan (4) pembelajaran berdiferensiasi yang menyesuaikan tuntutan akademik dengan profil anak. Sintesis ini menegaskan bahwa model intervensi perilaku yang efektif bersifat ekosistemik—melibatkan guru, teman sebaya, dan struktur kelas—serta perlu diintegrasikan dalam kebijakan pendidikan inklusif nasional. Penelitian ini memberikan kontribusi konseptual bagi pengembangan pelatihan guru pendidikan khusus dan perumusan kebijakan berbasis bukti untuk menciptakan lingkungan belajar yang suportif dan adaptif bagi siswa autisme

Keywords

perilaku disruptif; autisme; positive behavior support; pembelajaran berdiferensiasi; pendidikan inklusif

Full Text:

PDF

References

Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007

Centers for Disease Control and Prevention. (2022). Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson Education. https://www.pearson.com/en-us/subject-catalog/p/applied-behavior-analysis/P200000003313

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Elliott, C., & Dillenburger, K. (2016). The effect of choice on motivation for young children on the autism spectrum during discrete trial teaching. Journal of Research in Special Educational Needs, 16(3), 187–198. https://doi.org/10.1111/1471-3802.12073

Graucher, T., Sinai-Gavrilov, Y., Mor, Y., Netzer1, S., Cohen, E. Y., Levi, L., Avtalion, T. B., & Koller, J. (2022). From Clinic Room to Zoom: Delivery of an Evidence-Based, Parent-mediated Intervention in the Community Before and During the Pandemic. Journal of Autism and Developmental Disorders, 52(12), 5222–5231. https://doi.org/10.1007/s10803-022-05592-1

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2023). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 48 Tahun 2023 tentang Akomodasi yang Layak untuk Peserta Didik Penyandang Disabilitas pada Satuan Pendidikan Formal, Pendidikan Dasar, Pendidikan Menengah, dan Pendidi. https://peraturan.bpk.go.id/Details/285711/permendikbudristek-no-48-tahun-2023

Lei, J., Sukhodolsky, D. G., Abdullahi, S. M., Braconnier, M. L., & Ventola, P. (2017). Reduced anxiety following pivotal response treatment in young children with autism spectrum disorder. Research in Autism Spectrum Disorders, 43–44, 1–7. https://doi.org/10.1016/j.rasd.2017.09.002

Marlina. (2014). Peer Mediated Intervention untuk Meningkatkan Keterampilan Sosial Anak Berkesulitan Belajar di Sekolah Dasar Inklusif Marlina. Jurnal Pendidikan Humaniora, 2(4), 368–382.

Marlina. (2018). Increasing Social Behavior through Self-Management Strategy with Children with Autism in the Inclusive Kindergarten.

Marlina, M., Kusumastuti, G., & Ediyanto, E. (2023). Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools. International Journal of Instruction, 16(4), 423–440. https://doi.org/10.29333/iji.2023.16425a

Marlina, M., Kusumastuti, G., Makmur, N. A., & Nabila, I. (2022). Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat). JPK (Jurnal Pendidikan Khusus), 18(1), 31–42. https://doi.org/10.21831/jpk.v18i1.45776

Marlina, M., Yuliana, S., & Handayani, E. S. (2025). Pendampingan Implementasi Model Pembelajaran Berdiferensiasi Dan Sekolah Ramah Disabilitas. Abdi: Jurnal Pengabdian Dan Pemberdayaan Masyarakat, 7(1), 236–244. https://doi.org/10.24036/abdi.v7i1.1158

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(n71). https://doi.org/10.1136/bmj.n71

Rajaraman, A., Whelan, C. J., Jessel, J., & Gover, H. C. (2024). Promoting Safety While Addressing Dangerous Behavior via Telehealth: A Clinical Case Investigation Serving the Family of an Autistic Adolescent Living in India. Clinical Case Studies, 23(5), 343–362. https://doi.org/10.1177/15346501241243103

Rattaz, C., Pickles, A., Vernhet, C., Michelon, C., Picot, M. C., & Baghdadli, A. (2025). Link between children’s oppositional behaviors and parental quality of life post-ASD diagnosis: Mediating role of parental stress and coping strategies. JCPP Advances, 5(3). https://doi.org/10.1002/jcv2.12303

Thomas, B. R., & Lafasakis, M. (2019). Modifying a behavior intervention plan according to classroom aides acceptability ratings: effects on treatment integrity and challenging behavior. International Journal of Developmental Disabilities, 65(3), 185–194. https://doi.org/10.1080/20473869.2019.1589046

United Nations Educational, Scientific and Cultural Organization. (2021). Inclusive Education: Ensuring Access and Participation for All Learners. https://unesdoc.unesco.org/ark:/48223/pf0000379871

United Nations Educational, S., & Organization, C. (2021). Inclusive Education: Ensuring Access and Participation for All Learners. https://unesdoc.unesco.org/ark:/48223/pf0000379871

World Health Organization. (2023). Autism Spectrum Disorders: Key Facts. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

Wu, Y. C., Chen, P. Y., Tsai, S. P., Tsai, S. F., Chou, Y. C., & Chiu, C. Y. (2019). The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan. International Journal of Developmental Disabilities, 65(5), 368–377. https://doi.org/10.1080/20473869.2019.1647031

DOI: http://dx.doi.org/10.17977/um031v11i22025p366-379